Red=Examples from Dr. Moreillon's example wiki. (I left her examples on here for now just to give us guidelines for starting. We can take these off once we are rolling on the chart.) Big6
Know
Want to Learn
Learn
Further Questions
There are 6 steps.
Does this process work at all instructional levels? How well does this process align with S4L?
Murray's "Big 6 Matrix" does a very thorough job of aligning the process with S4L
What do librarians and teachers in the district where I hope to work think of the Big6? Do they use it or another model?
The Big Six is a popular information processing model.
Why is it so popular? What has attracted so many to this processing model as opposed to others?
I imagine that the amount of materials to facilitate teaching this process certainly helps. I really like how the Big6 Kids site, is geared to students' needs by giving advice and homework completion checklists.
Have evidence studies been done linking higher scores to the Big 6 model? This would be powerful evidence indeed.
The 6 steps can be simplified into 3 for lower level learners: Plan, Do, Review.
Can three steps really lead to much inquiry learning? Is there a temptation for teachers to teach/model inquiry less and simply expect the research to be done faster in just three steps? I would imagine that time crunched teachers still require the same product whether the process is based on deep inquiry of not.
Concrete examples of lesson plans for learners of different levels would be nice to review.
A recommended model for teaching research according to Texas School Library Standard I, Principal 1.b.
Are any other models recommended? Is it required in Texas standards?
The standard specifically states "Independent Investigation Method by Active Learning (IIM), or other research process model."
Murray, Janet. "Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards." Janet R. Murray. Web. 02 Mar. 2011. <http://www.janetsinfo.com/big6info.htm>
Texas State Library and Archives Commissioners in Consultation with the State Board of Education. "Texas School Libraries' Standards Standard I -Texas State Library and Archive." Texas State Library and Archives Commission. 01 Dec. 2008. Web. 02 Mar. 2011. <http://www.tsl.state.tx.us/ld/schoollibs/sls/stand1.html>.
Information Search Process model (Kuhlthau)
Know
Want to Learn
Learn
Further Questions
Involves students in developing questions
What part do educators play in framing the topic? Guiding students' questions? How are students taught to ask worthwhile questions?
The article by Loerke and Oberg records an example of a research project where Science teachers used aspects of ISP to diagnose students needs. Based upon student response and bevhaviors, teachers intervened by teaching skills or deepening practice of the process.
"Five key suggestions for practitioners would be the following.
1. Spend time exploring research process models such as Kuhlthau's (1993) Information Search Process and have students think about their own research process throughout the research inquiry. 2. Focus equally on the affective domain along with the cognitive domain to support students throughout a research inquiry (use Kuhlthau's affective domain as a guide). 3. Provide time for students to gain background knowledge about the topic before expecting them to focus and provide graphic organizers such as webs to support focus formulation. 4. Provide opportunities to reflect on the process throughout the research inquiry using journals and small- and large-group discussion. 5. Provide students with support and skills for dealing with large amounts of text: reading nonfiction strategies such as using keywords, titles and subtitles, skimming, and scanning. (Branch)"
If inquiry learning takes more time than traditional "research," how many students are actually experiencing inquiry learning in time crunched, testing-focused schools today?
I wonder the same thing. I imagine that true collaborative inquiry experiences are few and far between. I think to have a strong overall impact, the inquiry process might need to be started in very small stages at lower grades and "worked up" the grade levels.
The inquiry process outlines the emotional responses of the student at each level
How does knowing the emotional needs of the learner help? How are emotions determined or measured?
Sometimes the emotional needs of the student helps determine the intervention (Loerke and Oberg), sometimes the emotional needs of the student assists students to self-evaluate where they are in the process and how they are progressing (Kuhlthau 1995).
"Based on her studies, Kuhlthau observed several things. First, students have unrealistic expectations about the research process. Second, students lack tolerance for the messiness and uncertainty of research. Third, students underestimate the time required for each stage of the process. Lastly, students perceive that formal mediators such as librarians and teachers have a limited role and don’t consider them able to offer guidance or support with the process. These findings indicate that teaching and/or modeling the research process would be of great value to students" ( Allen 2002).
Would like to know more about how this “3-member team (Kuhlthau 19)” fits in to a regular schedule of classes? (Specific examples of how this is implemented)
The process starts simple and builds toward deeper levels
How are the levels in the ISP process similar to or different from the Big 6 steps?
(See chart below)
It seems as though each inquiry process has different strengths and weaknesses. Is there a study that shows indicators for using one approach over another based upon the needs and abilities of the learner?
Inquiry Stages---------------------------------------- Big 6------------------------------ ISP
Questioning: Raising the information needed
1. Task definition
Stage 1-Task initiation Stage 2-Topic selection
Exploring: Reading, viewing, listening
2. Information seeking strategies 3. Location and access 4. Information use
6 steps: initiation, selection, exploration, formulation, collection, and presentation.
How does this inquiry process support the overall learning and development of the student?
“Five kinds of learning are accomplished through inquiry: information literacy, learning how to learn, curriculum content, literacy competence and social skills (Kuhlthau 6).”
Again, would like to see concrete examples of intervention, particularly when one notices a lack of development in one of the five kinds of learning.
Allen, Lisa. "The Information/Media Specialist in the Academic Learning Community: Integrating Kuhlthau into the Undergraduate Curriculum." (3 Dec. 2002) Web. 6 Mar. 2011. http://www.pages.drexel.edu/~la35/Kuhlthau.html
Branch, Jennifer L.. "Instructional Intervention is the Key: Supporting Adolescent Information Seeking." School Libraries Worldwide 9.2 (2003): 47-61.Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Kuhlthau, Carol Collier. "Guided Inquiry: School Libraries in the 21st Century." School Libraries Worldwide 16.1 (2010): 1-12. Library Lit & Inf Full Text. Web. 1 Mar. 2011.
Kuhlthau, Carol Collier. "The Process of Learning from Information." School Libraries Worldwide 1.1 (1995): 1-12. Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Kuhlthau, Carol C., and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly 26.5 (2010): 18-21. Library Lit & Inf Full Text. Web. 1 Mar. 2011.
Loerke, Karen, and Dianne Oberg. "Working Together to Improve Junior High Research Instruction: An Action Research Approach." School Libraries Worldwide 3.2 (1997): 56-67. Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Shannon, Donna. "Kuhlthau's Information Search Process." School Library Media Activities Monthly 19.1{I.E.2} (): 19-23.Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Stripling, Barbara. "Assessing Information Fluency: Gathering Evidence of Student Learning." School Library Media Activities Monthly 23.8 (2007): 25-29. Print.
"Virtual Information Inquiry: Information Search Process (ISP)." Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory. Web. 27 Feb. 2011. <http://virtualinquiry.com/inquiry/ips.htm>. (From Linda's Notes)
Collaborators:
Linda M. DrakeMary Virginia Meeks
Red=Examples from Dr. Moreillon's example wiki.
(I left her examples on here for now just to give us guidelines for starting. We can take these off once we are rolling on the chart.)
Big6
How well does this process align with S4L?
Big 6 and Super 3. Web. 01 March 2011. http://virtualinquiry.com/inquiry/big6.htm
Murray, Janet. "Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards." Janet R. Murray. Web. 02 Mar. 2011. <http://www.janetsinfo.com/big6info.htm>
Texas State Library and Archives Commissioners in Consultation with the State Board of Education. "Texas School Libraries' Standards Standard I -Texas State Library and Archive." Texas State Library and Archives Commission. 01 Dec. 2008. Web. 02 Mar. 2011. <http://www.tsl.state.tx.us/ld/schoollibs/sls/stand1.html>.
Information Search Process model (Kuhlthau)
How are students taught to ask worthwhile questions?
- The article by Loerke and Oberg records an example of a research project where Science teachers used aspects of ISP to diagnose students needs. Based upon student response and bevhaviors, teachers intervened by teaching skills or deepening practice of the process.
- "Five key suggestions for practitioners would be the following.
1. Spend time exploring research process models such as Kuhlthau's (1993) Information Search Process and have students think about their own research process throughout the research inquiry.2. Focus equally on the affective domain along with the cognitive domain to support students throughout a research inquiry (use Kuhlthau's affective domain as a guide).
3. Provide time for students to gain background knowledge about the topic before expecting them to focus and provide graphic organizers such as webs to support focus formulation.
4. Provide opportunities to reflect on the process throughout the research inquiry using journals and small- and large-group discussion.
5. Provide students with support and skills for dealing with large amounts of text: reading nonfiction strategies such as using keywords, titles and subtitles, skimming, and scanning. (Branch)"
I wonder the same thing. I imagine that true collaborative inquiry experiences are few and far between. I think to have a strong overall impact, the inquiry process might need to be started in very small stages at lower grades and "worked up" the grade levels.
(See chart below)
Inquiry Stages---------------------------------------- Big 6------------------------------ ISP
Stage 2-Topic selection
3. Location and access
4. Information use
Stage 4-Focus formulation
Stage 6-Search Closure
Allen, Lisa. "The Information/Media Specialist in the Academic Learning Community: Integrating Kuhlthau into the Undergraduate Curriculum." (3 Dec. 2002) Web. 6 Mar. 2011. http://www.pages.drexel.edu/~la35/Kuhlthau.html
Branch, Jennifer L.. "Instructional Intervention is the Key: Supporting Adolescent Information Seeking." School Libraries Worldwide 9.2 (2003): 47-61.Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Kuhlthau, Carol Collier. "Guided Inquiry: School Libraries in the 21st Century." School Libraries Worldwide 16.1 (2010): 1-12. Library Lit & Inf Full Text. Web. 1 Mar. 2011.
Kuhlthau, Carol Collier. "The Process of Learning from Information." School Libraries Worldwide 1.1 (1995): 1-12. Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Kuhlthau, Carol C., and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly 26.5 (2010): 18-21. Library Lit & Inf Full Text. Web. 1 Mar. 2011.
"Kuhlthau's Model of the Stages of the Information Process." HSU Library. Web. 3 Mar. 2011. <http://library.humboldt.edu/~ccm/fingertips/kuhlthau.html>.
Loerke, Karen, and Dianne Oberg. "Working Together to Improve Junior High Research Instruction: An Action Research Approach." School Libraries Worldwide 3.2 (1997): 56-67. Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Shannon, Donna. "Kuhlthau's Information Search Process." School Library Media Activities Monthly 19.1{I.E.2} (): 19-23.Library Lit & Inf Full Text. Web. 5 Mar. 2011.
Stripling, Barbara. "Assessing Information Fluency: Gathering Evidence of Student Learning." School Library Media Activities Monthly 23.8 (2007): 25-29. Print.
"Virtual Information Inquiry: Information Search Process (ISP)." Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory. Web. 27 Feb. 2011. <http://virtualinquiry.com/inquiry/ips.htm>. (From Linda's Notes)